The Impact of an Online Component in a Face-to-face Community College Mathematics Class

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ISBN 13 :
Total Pages : 118 pages
Book Rating : 4.:/5 (872 download)

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Book Synopsis The Impact of an Online Component in a Face-to-face Community College Mathematics Class by : Caroline Dawson

Download or read book The Impact of an Online Component in a Face-to-face Community College Mathematics Class written by Caroline Dawson and published by . This book was released on 2013 with total page 118 pages. Available in PDF, EPUB and Kindle. Book excerpt: A recent trend in the traditional mathematics classroom is the use of online homework systems. Where traditional homework problems are retrieved from a textbook, online homework systems provide problems online and permit students to interact with the system in order to complete homework assignments. Mathematics instructors who use or who wish to use such a system can benefit from knowing the effects of the online homework system. This study sought to determine the impact of an online homework system in a face-to-face college mathematics course. Differences in academic achievement were compared for online homework and textbook homework students. The results indicated no significant differences in academic achievement. Student perceptions of the system were gathered. Students perceived the system to be beneficial and enjoyed using it. Instructor perceptions were also gathered. Instructors perceived the system to be beneficial to students and reported that student achievement had improved in their own courses as a result of using the online homework system.

The Impact of Learning Environment on Student Success in Developmental Math

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ISBN 13 :
Total Pages : 145 pages
Book Rating : 4.:/5 (849 download)

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Book Synopsis The Impact of Learning Environment on Student Success in Developmental Math by : Jean M. Ashby

Download or read book The Impact of Learning Environment on Student Success in Developmental Math written by Jean M. Ashby and published by . This book was released on 2013 with total page 145 pages. Available in PDF, EPUB and Kindle. Book excerpt: Increasing enrollments in community colleges has led to an increase in distance education courses. The developmental coursework necessary for many community college students is being offered both in online and hybrid environments. These students face challenges with the content and now find themselves needing to learn in a virtual classroom. Current research (Chernish, DeFranco, Lindner, & Dooley, 2005; Frederickson, Reed, & Clifford, 2005; Herman & Banister, 2007; Kromrey & Purdom, 1995; Scheetz & Guntner, 2004) shows that there is no difference in student success based on the learning environment, but this was completed primarily with upper-class and graduate students. This study investigated student success in a developmental math course taught in the face-to-face, hybrid, and online environments at a mid-Atlantic community college. Cognitive Load Theory was used during the design of the course and its principles were maintained in all of the learning environments. The sample was 167 students with an average age of 25 years, 58% were female, 49% were Caucasian and 43% were African-American. The focus was on student success, but the impact attrition had on the results of the study is discussed. The study also investigated student characteristics and their relationship to success. Age, gender, race, student status, placement scores, financial aid, learning style, locus of control, and technology skills are all compared between successful and unsuccessful students to determine if specific traits were more beneficial within a particular environment.

Distance Learning in the College Mathematics Classroom

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ISBN 13 :
Total Pages : 208 pages
Book Rating : 4.:/5 (914 download)

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Book Synopsis Distance Learning in the College Mathematics Classroom by : Christina Marie Bostdorff Miller

Download or read book Distance Learning in the College Mathematics Classroom written by Christina Marie Bostdorff Miller and published by . This book was released on 2014 with total page 208 pages. Available in PDF, EPUB and Kindle. Book excerpt: The aim of this study was to allow both college instructors and students an opportunity to give their perspectives on distance learning in the college mathematics classroom. Participants included an eclectic group of college students and instructors with varying years or experience and differing skill sets. Surveys were implemented to gain insight on participants' views on distance learning, while interviews were secondarily implemented to gain deeper understanding. Gaining access to participants was difficult, but ultimately 82 instructors and 143 college students were surveyed using SurveyMonkey®. Thirteen instructors and 14 students were then interviewed, using several different methods including: face-to-face, Skype, telephone, and email. Analysis of the surveys was used to determine both the necessity of implementing the interviews and the nature of the questions involved in the interviewing process. Both the surveys and interviews aided in finding that while both instructors and students believe distance learning will have a large presence in the future, they perceive there to be issues relating to integrity and communication. Concerns about methods which should be implemented to ensure students are honest and trustworthy while taking a course without parameters in place to ensure this is happening was a concern. In addition, both instructors and students were uneasy about communication in online classes. Instructors stressed the importance of the motivation of college students, while students were concerned about gaining deep understanding of content. Additional research in areas regarding integrity, communication, motivation, and deep understanding are encouraged, as these perspectives were most prominent in this research.

Developmental Mathematics Instruction in a Community College

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ISBN 13 :
Total Pages : 162 pages
Book Rating : 4.:/5 (15 download)

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Book Synopsis Developmental Mathematics Instruction in a Community College by : Billy Wayne Adams

Download or read book Developmental Mathematics Instruction in a Community College written by Billy Wayne Adams and published by . This book was released on 2014 with total page 162 pages. Available in PDF, EPUB and Kindle. Book excerpt: The purpose of the study was to compare face-to-face and online developmental mathematics instruction. The study centered on a comparison of online and face-to-face instructional delivery methods, in a mid-level developmental mathematics course. The online format was delivered through Blackboard Developmental Education, the course lecture component was delivered through both synchronous and asynchronous methods. The lab portion for the online course was delivered through MyMathLab software developed by Pearson Education. The face to face lecture component was delivered in a traditional lecture classroom setting and the face-to-face lab component was delivered through the MyMathLab software. The need to accelerate the developmental education sequence and also allow online student to have the ability to enroll in a developmental mathematics course without a face-to-face component was a focus of this study. Many students enrolled in face to face developmental coursework but were enrolled in an online and/or hybrid format for all the additional courses in which they took. Some students were enrolled in only one course, while others took a full course load. The THECB required that if a student was enrolled in credit coursework but were deficient in one or more areas of the TSI, they were required to be concurrently enrolled in a developmental course. With the growing number of students who choose to enroll in online courses, this places an enormous burden upon developmental education programs, to provide a viable alternative to the traditional developmental coursework delivered solely in a face-to-face classroom setting. The study found no significant difference in the comparison of success rates between the face-to-face and the online course delivery formats. The study implies that students must be provided the necessary tools which will allow them to succeed and persist through developmental mathematics and allow them to carry that success into credit bearing mathematics courses.

Comparing Success Rates of Face-to-face, Hybrid, and Online Classes at a Small North Carolina Community College

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ISBN 13 :
Total Pages : 144 pages
Book Rating : 4.6/5 (647 download)

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Book Synopsis Comparing Success Rates of Face-to-face, Hybrid, and Online Classes at a Small North Carolina Community College by : Don Miller

Download or read book Comparing Success Rates of Face-to-face, Hybrid, and Online Classes at a Small North Carolina Community College written by Don Miller and published by . This book was released on 2020 with total page 144 pages. Available in PDF, EPUB and Kindle. Book excerpt: While distance learning has grown in popularity, many question its efficacy because of low student success. Busy, time-starved community college students tend to flock to distance education courses because of their convenience and flexibility, but many have risk factors that makes it more likely that they won't be successful in their courses. Many faculty have been ambivalent about teaching distance education courses. While administrators see the cost savings of not having to use a physical classroom and the possibility of increased enrollment, some faculty are wary of losing the face-to-face interaction with students. Additionally, the teaching methods that work in a face-to-face class do not always work in a distance education course. This study compares the success rates of students in online, face-to-face and hybrid sections of gateway Math and English courses at a small North Carolina community college. The study also identifies barriers minority and non-traditional students face in taking distance education courses. The researcher used quantitative and qualitative methods in his researcher. He used an Informer report run by a college data analyst to compare the success rates of students by modality and demographic factors like race and age. The researcher used Chi Square goodness of fit and Fisher's exact tests to determine whether there were differences in student success according to modality or demographic group. He sent an e-mail survey to students who took online and hybrid sections of the gateway Math and English classes at the small North Carolina community college in fall 2018. The survey questions identified strengths and weaknesses of distance education courses and barriers that minority and non-traditional students face while taking these courses. Since the researcher is and administrator over distance education at his college, he will use his findings to help improve the program.

The Online Instructional Dynamic

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ISBN 13 :
Total Pages : 258 pages
Book Rating : 4.:/5 (825 download)

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Book Synopsis The Online Instructional Dynamic by : Jory Andrew Hadsell

Download or read book The Online Instructional Dynamic written by Jory Andrew Hadsell and published by . This book was released on 2013 with total page 258 pages. Available in PDF, EPUB and Kindle. Book excerpt: Advisor: W. Edward Bureau, Ph.D.

Completion and Success of Community College Developmental Students Enrolled in Online Mathematics Coursework

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ISBN 13 :
Total Pages : 282 pages
Book Rating : 4.2/5 (98 download)

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Book Synopsis Completion and Success of Community College Developmental Students Enrolled in Online Mathematics Coursework by : Mary Monica Ryder

Download or read book Completion and Success of Community College Developmental Students Enrolled in Online Mathematics Coursework written by Mary Monica Ryder and published by . This book was released on 2022 with total page 282 pages. Available in PDF, EPUB and Kindle. Book excerpt: As online education gains popularity among both learners and postsecondary institutions, there is a movement toward identifying ways to promote student success. Over half of all higher education institutions offer online classes, due in part to the ease of offering and scheduling (Hoffman, 2006); educators seek ways to identify any demographic or academic characteristics that lead to success (Jaggars & Bailey, 2010). With the growth and popularity of online learning, postsecondary institutions must continue to develop best practices in the areas of online teaching pedagogies to promote student success. Within community colleges there is a growing acceptance of online courses and given that over 60% of incoming students test into developmental math coursework (Chen, 2016), answers must be sought to assist these developmental math learners toward online success. This study investigated the role of various student characteristics concerning student success in online developmental math course completion. The sample was students enrolled in a specific identified gateway mathematic course offered fully online in at a large suburban, public community college located in the northeastern part of the United States. Utilizing a mixed methods explanatory sequential design, explored course completion rates of developmental students enrolled in online college-level mathematics courses, the study analyzed the role of demographic and academic characteristics for developmental students enrolled in a college-level mathematics course offered fully online from the fall 2017 through fall 2019 academic year. A second phase of semi-structured interviews was conducted to explore aspects of student success from individuals identified in the first phase. As the success of developmental college students is at the forefront of postsecondary institutions in their mission for student success online, the ability to identify characteristics that could lead to student success may assist in recommendations for online instructors and assessment of developmental math student college-level mathematics course completion.

A Comparison of Mathematical Discourse in Online and Face-to-face Environments

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ISBN 13 :
Total Pages : 142 pages
Book Rating : 4.:/5 (54 download)

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Book Synopsis A Comparison of Mathematical Discourse in Online and Face-to-face Environments by : Shawn D. Broderick

Download or read book A Comparison of Mathematical Discourse in Online and Face-to-face Environments written by Shawn D. Broderick and published by . This book was released on 2009 with total page 142 pages. Available in PDF, EPUB and Kindle. Book excerpt: Many studies have been done on the impact of online mathematics courses. Most studies concluded that there is no significant difference in student success between online and face-to-face courses. However, most studies compared "traditional" online and face-to-face courses. Mathematics educators are advocating a shift from traditional courses to student-centered courses where students argue and defend the mathematics under the guidance of the teacher. Now, the differences in online and face-to-face student-centered mathematical courses merit a more in-depth investigation. This study characterized student mathematical discourse in online and face-to-face Calculus lab sections based off of a framework derived from an NCTM standard for the students' role in discourse. Results showed that the discourse in both the face-to-face and online environments can be rich and productive. Thus, both environments can be viable arenas for effective mathematical discourse. However, this effectiveness is contingent on whether or not the teacher as the facilitator can help the students avoid the ways in which online discourse can be impeded. The characteristics of discourse, how they compare, and the resulting recommendations for teachers are discussed.

Remedial Mathematics: Online Vs. Face-to-Face

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Publisher : LAP Lambert Academic Publishing
ISBN 13 : 9783659249518
Total Pages : 296 pages
Book Rating : 4.2/5 (495 download)

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Book Synopsis Remedial Mathematics: Online Vs. Face-to-Face by : Eduardo J. Calle

Download or read book Remedial Mathematics: Online Vs. Face-to-Face written by Eduardo J. Calle and published by LAP Lambert Academic Publishing. This book was released on 2012 with total page 296 pages. Available in PDF, EPUB and Kindle. Book excerpt: Research finds that mathematics is the subject most often requiring remediation and that it is the most difficult to remediate successfully. Nationally, online enrollment is increasing at a tempo far outpacing traditional enrollment and is expected to continue growing rapidly for some time. Studies find that retention rates are lower in online courses than in traditional learning environments. Assessing learning, some scholars have reported better performance in traditional classrooms, whereas others have found no significant difference in performance between learners online and those in the classroom. This applied dissertation utilized a quantitative casual-comparative approach to compare grades, retention, and exit-test scores between traditional and online remedial arithmetic and prealgebra students grouped by combinations of learning format, ethnicity, age, and gender at a large southeastern community college. A minority of pairwise-comparison analyses discovered variances between groups.

College Students' Perceptions of the Learning Environment in Online Mathematics Classes : a Qualitative Study

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ISBN 13 :
Total Pages : 330 pages
Book Rating : 4.:/5 (113 download)

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Book Synopsis College Students' Perceptions of the Learning Environment in Online Mathematics Classes : a Qualitative Study by : Nazanin S. Tootoonchi

Download or read book College Students' Perceptions of the Learning Environment in Online Mathematics Classes : a Qualitative Study written by Nazanin S. Tootoonchi and published by . This book was released on 2014 with total page 330 pages. Available in PDF, EPUB and Kindle. Book excerpt: Technology has become an important aspect of people's daily activities to the extent that institutions of higher education could not resist the temptation of offering online courses. In the past decade, the number of online courses at colleges has increased tremendously. Mathematics is a subject that is usually associated with negative attitudes, high anxiety, and low achievement among college students. Therefore, online mathematics classes could pose greater challenges for curriculum development and delivery. Barry J. Fraser (1998) defined learning environment as "the social, psychological, and pedagogical contexts in which learning occurs and which affect student achievement and attitudes" (p. 3). This study used a qualitative method to investigate college students' perceptions of these three components of the learning environment in online mathematics classes. The participants had taken at least one online mathematics class prior to the time of interview; none with the researcher. The results revealed students' negative perceptions of all three components of the learning environment in online mathematics classes. The participants expressed concerns about inadequate use of technology, lack of interactions, lack of interpersonal connections, lack of innovative teaching approach and inadequate support for self-learning. The participants' expressed high satisfaction with the flexibility and convenience that the online learning environment offered. This portion of the findings was not surprising, because the results of other studies have also named "convenience and flexibility" as students' most favorite aspect of online classes regardless of the subject. -- Abstract.

Perceptions and Effects of Classroom Capture Software on Course Performance Among Selected Online Mathematics Community College Students

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ISBN 13 :
Total Pages : pages
Book Rating : 4.:/5 (1 download)

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Book Synopsis Perceptions and Effects of Classroom Capture Software on Course Performance Among Selected Online Mathematics Community College Students by : Rachel Naomi Smith

Download or read book Perceptions and Effects of Classroom Capture Software on Course Performance Among Selected Online Mathematics Community College Students written by Rachel Naomi Smith and published by . This book was released on 2017 with total page pages. Available in PDF, EPUB and Kindle. Book excerpt: The purpose of this mixed methods research study was two-fold. First, I compared the findings of the success rates of online mathematics students with the perceived effects of classroom capture software in hopes to find convergence. Second, I used multiple methods in different phases of the study to expand the breadth and range of the effects of using classroom capture software in the online environment. I conducted this study using Collins, Onwuegbuzie, and Sutton's (2006) 13-step methodological framework for mixed methods research. In the quantitative research phase, I analyzed the grades of 1,476 students in 79 online mathematics classes during the 2012-2013 academic year. In the qualitative research phase, I conducted interviews with 6 instructors and 10 students. The analysis in the quantitative research phase reveled a statistically significant difference between the mean scores of overall numeric course grades between the students who were enrolled in an instructor's class where the instructor used classroom capture software (CCS) and students who were enrolled in an instructor's class where the instructor did not use CCS. In the qualitative research phase, the students' perceptions were similar to instructor perceptions in that both sets of participants found only positive value in using CCS in the online mathematics courses. Six themes emerged from the 10 interviews conducted with student participants concerning their perceptions of classroom capture software on their performance in their online mathematics course: inclusiveness, flexibility, future outlook, guidance, elimination of isolation, and challenges. Five themes emerged from the 6 interviews conducted with instructor participants concerning their perceptions of classroom capture software on their students' performance in their online mathematics course: benefits to students, challenges, benefits to instructors, online teaching, and future students. It was hoped that findings from this study would help administrators of community college systems to decide whether to invest both time and money in order to incorporate classroom capture software in online mathematics courses. Additionally, it was hoped that findings would strengthen the knowledge base of the effectiveness of classroom capture software in online mathematics environments. The electronic version of this dissertation is accessible from http://hdl.handle.net/20.500.11875/2229

The Impact of Online Learning on the Success of Nontraditional Undergraduate Students in Low-level Mathematics Courses

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ISBN 13 :
Total Pages : 100 pages
Book Rating : 4.:/5 (119 download)

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Book Synopsis The Impact of Online Learning on the Success of Nontraditional Undergraduate Students in Low-level Mathematics Courses by : Parisa Meisami

Download or read book The Impact of Online Learning on the Success of Nontraditional Undergraduate Students in Low-level Mathematics Courses written by Parisa Meisami and published by . This book was released on 2020 with total page 100 pages. Available in PDF, EPUB and Kindle. Book excerpt: "This quantitative study examined the impact of online learning on the success of nontraditional undergraduate students (NTS) enrolled in a low-level mathematics course (i.e., pre-calculus) in a large community college in Maryland. NTS represent a large portion of the total undergraduate student population, and researchers predict their numbers to increase in the coming years (Radford, Cominole, & Skomsvold, 2015). Online learning is a popular option for NTS who often have many roles to play in their busy lives (Xu & Jaggars, 2013). Mathematics online learning is no exception to this trend (Wladis, Hachey, & Conway, 2015). Therefore, understanding the effect of online learning on the success of NTS in low-level mathematics is important. This study employed a second-hand dataset provided by a Maryland community college and was guided by two research questions: 1) Could online learning impact NTS' success in low-level (i.e., pre-calculus) mathematics courses? 2) Is there any association between characteristics of NTS and their success in online low-level mathematics courses? Accordingly, the researcher tested two samples of 355 and 91 NTS generated from the dataset and two hypotheses. The researcher used descriptive statistics methods to describe the variables. The researcher tested the first hypothesis using the Chi-square test, while the researcher applied logistical regression to the second hypothesis. The study findings showed that the modes of delivery (i.e., online, face-to-face) did not impact the success of NTS in the pre-calculus course. Also, the characteristics of NTS (i.e., gender, race, part-time/full-time status, and age [25 years and over]) were not associated with the success of NTS in the pre-calculus course. Finally, the researcher offers recommendations for higher education professionals and practitioners and suggests further studies"--Author's abstract.

Course Completion Rates in Online Distance and Traditional Face-to-face General Mathematics Courses at a Rural Midwestern Community College

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ISBN 13 :
Total Pages : 0 pages
Book Rating : 4.:/5 (133 download)

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Book Synopsis Course Completion Rates in Online Distance and Traditional Face-to-face General Mathematics Courses at a Rural Midwestern Community College by : Mwafaq Ramzi Haji

Download or read book Course Completion Rates in Online Distance and Traditional Face-to-face General Mathematics Courses at a Rural Midwestern Community College written by Mwafaq Ramzi Haji and published by . This book was released on 2021 with total page 0 pages. Available in PDF, EPUB and Kindle. Book excerpt: Even though more students are enrolling in online distance learning in public and private institutions, attrition continues to be a substantial concern challenging online distance learning in higher education institutions. Students taking general education mathematics courses have exhibited low completion rates at the community college level in online distance education at a rural Midwestern community college. The purpose of this research was to examine the factors that influence the completion rates of mathematics general education courses among students in online distance education at a rural Midwestern community college. By exploring these factors, the faculty can better understand what a successful learning environment is and intervene to prevent student attrition and dropout and to help keep students from repeating the failed course many times. Also, administrators can better understand, support, and make informed decisions about offering online distance general mathematics courses. Archival data were collected from four developmental mathematics education courses that included online distance learning and traditional face-to-face learning modalities. This study consisted of 3714 participants enrolled in 16-week online distance general mathematics and traditional face-to-face courses from fall 2017 through spring 2020. This study showed no significant difference in the student completion rates between online distance and traditional face-to-face mathematics courses. There was a significant difference in the students' ethnic status, enrollment status, Pell Grant status, and course completion rates themselves between online distance and traditional face-to-face mathematics courses. Further research on examining other qualitative factors on student completion rates between online distance and traditional face-to-face mathematics courses is suggested.

Examination of an Online College Mathematics Course

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ISBN 13 :
Total Pages : 139 pages
Book Rating : 4.:/5 (843 download)

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Book Synopsis Examination of an Online College Mathematics Course by : Bridget Steele

Download or read book Examination of an Online College Mathematics Course written by Bridget Steele and published by . This book was released on 2012 with total page 139 pages. Available in PDF, EPUB and Kindle. Book excerpt: The purpose of this study was to determine if there was a significant relationship between learning styles and student learning outcomes in an online college mathematics course. Specifically, the study was guided by two research questions focused on (a) the extent to which learning styles had a predictive relationship with student achievement in an online college mathematics course and (b) the extent to which various learning styles among mathematics students in online versus face-to-face courses predicted mathematics achievement. The population for this study consisted of the 779 college mathematics and algebra (CMA) students who were enrolled in a private multimedia university located in the southeast. A total of 501 students were enrolled in the online class, i.e., the experimental group, and 278 students enrolled in the face-to-face class comprised the control group. All students completed (a) an initial assessment to control for current mathematics knowledge, (b) the online Grasha-Reichmann Student Learning Styles Scales (GRSLSS) Inventory, and (c) 20 questions selected from the NAEP Question Tool database. Hierarchical linear regressions were used to address both research questions. A series of ANCOVA tests were run to examine the presence of any relationships between a given demographic and course modality when describing differences between student test scores while controlling for prior academic performance. The results indicated that predominant learning style had no apparent influence on mathematics achievement. The results also indicated that predominant learning style had no apparent influence on mathematics achievement for online students. When examining demographics alone without respect to modality, there was no significance in course performance between students in various ethnicity, gender, or age groups.

Community in the Elementary Mathematics Classroom

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ISBN 13 :
Total Pages : 0 pages
Book Rating : 4.:/5 (136 download)

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Book Synopsis Community in the Elementary Mathematics Classroom by : Kiran Pain

Download or read book Community in the Elementary Mathematics Classroom written by Kiran Pain and published by . This book was released on 2015 with total page 0 pages. Available in PDF, EPUB and Kindle. Book excerpt: This qualitative study reveals how nineteen students in a grade five classroom engaged in community interactions to solve meaningful mathematics problems. In my experience, students often defer their sense of mathematical authority and autonomy to teachers and textbooks. The rationale for this study stems from an interest to investigate student membership in a mathematical community, both face-to-face and online, as it serves students to assert their own powers. Participants of this study solved two mathematics problems, interacting in a face-to-face and online community of peers. Analyses of teams audiotaped face-to-face negotiations, digital chat field comments and physical as well as virtual solutions were undertaken, as was a discussion of students individual survey comments about their experiences in the two forms of community. These present implications around the negotiation of both social and sociomathematical norms, particularly in the digital environment.

Online Course Management: Concepts, Methodologies, Tools, and Applications

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Publisher : IGI Global
ISBN 13 : 1522554734
Total Pages : 2280 pages
Book Rating : 4.5/5 (225 download)

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Book Synopsis Online Course Management: Concepts, Methodologies, Tools, and Applications by : Management Association, Information Resources

Download or read book Online Course Management: Concepts, Methodologies, Tools, and Applications written by Management Association, Information Resources and published by IGI Global. This book was released on 2018-03-02 with total page 2280 pages. Available in PDF, EPUB and Kindle. Book excerpt: The rapid growth in online and virtual learning opportunities has created culturally diverse classes and corporate training sessions. Instruction for these learning opportunities must adjust to meet participant needs. Online Course Management: Concepts, Methodologies, Tools, and Applications is a comprehensive reference source for the latest scholarly material on the trends, techniques, and management of online and distance-learning environments and examines the benefits and challenges of these developments. Highlighting a range of pertinent topics, such as blended learning, social presence, and educational online games, this multi-volume book is ideally designed for administrators, developers, instructors, staff, technical support, and students actively involved in teaching in online learning environments.

Affective Learning in Digital Education

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Publisher : Frontiers Media SA
ISBN 13 : 2889665224
Total Pages : 174 pages
Book Rating : 4.8/5 (896 download)

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Book Synopsis Affective Learning in Digital Education by : Andreas Gegenfurtner

Download or read book Affective Learning in Digital Education written by Andreas Gegenfurtner and published by Frontiers Media SA. This book was released on 2021-03-01 with total page 174 pages. Available in PDF, EPUB and Kindle. Book excerpt: